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Full-Text Articles in Education
Understanding Contingent Faculty: A Quantitative Study Of Engagement, Satisfaction, Commitment, And Mentoring Needs, Heidi Batiste
Understanding Contingent Faculty: A Quantitative Study Of Engagement, Satisfaction, Commitment, And Mentoring Needs, Heidi Batiste
UNLV Theses, Dissertations, Professional Papers, and Capstones
The representation of contingent faculty in higher education is prevalent, as a result of changes in the staffing practices in academia. The American higher education system currently employs roughly 4 contingent faculty members for every one, which is tenured or on the tenure-track. As a result of an extensive study on part-time academic faculty, Gappa and Leslie (1993) developed a typology as a way to categorize them. The typology consisted of four employment profiles based primarily on academic background, employment history, and career motivations: career-enders, specialists/experts/professionals, aspiring academics, and freelancers (Gappa & Leslie, 1993). This quantitative study used survey research …
Agentic Engagement, Teacher Support, And Classmate Relatedness— A Reciprocal Path To Student Achievement, Curt Ryan Wakefield
Agentic Engagement, Teacher Support, And Classmate Relatedness— A Reciprocal Path To Student Achievement, Curt Ryan Wakefield
UNLV Theses, Dissertations, Professional Papers, and Capstones
The present study is informed by self-determination theory and explores the relatively new construct of agentic engagement. Measures of agentic engagement, teacher support for autonomy and competence, and relatedness (teacher and classmate) were collected from 172 high-school students in a three wave short term longitudinal design. Regression statistics demonstrated that (a) initial students’ agentic engagement predicted perceived teacher autonomy and perceived teacher relatedness, (b) perceived teacher autonomy, perceived competence, perceived teacher relatedness and perceived classmate support predicted agentic engagement at the end of the semester and (c) reciprocally mid-semester agentic engagement predicted perceived teacher relatedness at the end of the …